scholarly journals Developing and Assessing Empathy through Study of Christian Heresies in an Introductory Christian History and Theology Course

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Christopher Richmann ◽  
Courtney Kurinec ◽  
Felicia Osburn
Keyword(s):  
Internal State ◽  
Group Discussion ◽  
Role Playing ◽  
Reflection Group ◽  
Student Writing ◽  
Group Comparison ◽  
Student Responses ◽  
Christian History

Empathy is a nebulous concept that is nonetheless touted in many schools’ curricular goals and striven for by many instructors. Unfortunately, lack of a shared definition and reliable measures for empathy hamper efforts to determine whether this goal is realized. Defining empathy as “the ability to know the internal state of another,” this study explores the effect on students’ empathy of a learning project focused on Christian “heresies,” developing and refining tools for assessing empathy in student writing. The intervention included scripted role-playing and reflection, group discussion, and an essay in which students discussed the appeal and rejection of a particular heresy in the persona of a “heretic.” We found no significant effect in time or group comparison on an empathy questionnaire; an upper-middling level of empathy in essays, and a large effect in group comparison of student responses to a simple prompt to define a “Christian heretic.”

scholarly journals Characteristics of interactive methods of foreign language training for students of non-linguistic specialities

2020 ◽  
Vol 2020 (1) ◽  
pp. 71-75
Author(s):  
Olga Sergeevna Afanasyeva ◽  
Yanina Samvelovna Morozova
Keyword(s):  
Foreign Language ◽  
Group Discussion ◽  
Role Playing ◽  
Educational Process ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Case Method ◽  
Interactive Teaching ◽  
Analytical Review ◽  
Role Playing Game

The article discusses the pedagogical conditions for organizing the educational process of teaching foreign languages, which contribute to the formation of communicative competence of students. There has been presented the analytical review of modern methods of instructing non-linguistic students in foreign languages. The analysis of methods of interactive teaching a foreign language (a group discussion, a discussion, a case method, a role-playing game, a conference) has been carried out. It has been inferred that the introduction of interactive teaching methods into the educational process has distinct advantages

Comparison between Experiential and Didactic Methods of Death Education

1979 ◽  
Vol 9 (1) ◽  
pp. 57-66 ◽  
Author(s):  
Joseph A. Durlak
Keyword(s):  
Small Group ◽  
Educational Program ◽  
Medical Center ◽  
Group Discussion ◽  
Death And Dying ◽  
Role Playing ◽  
Hospital Staff ◽  
Control Group ◽  
Personal Approach ◽  
The Impact

This research examined the impact of a death and dying workshop on individual attitudes toward life and death. The workshop was a voluntary eight-hour, small group experience conducted for heterogeneous hospital staff of a large southeastern medical center. Pre-post questionnaire data were collected from two groups of workshop participants and a matched control group. One of the workshop groups (didactic group) participated in an educational program emphasizing lecture presentations and small group discussion. In contrast, the second workshop group (experiential) confronted, examined, and shared their own feelings and reactions to grief and death. Role playing and death awareness and grief exercises were used for this purpose. Data indicated that the experiential group showed a significant reduction in fear of death as a result of the workshop, whereas both the didactic and control groups changed negatively over time. Results support the view that an emotional, personal approach to death is an important element in an effective death educational program.

scholarly journals Blended Learning Based Inquiry Collaborative Tutorial Model for Physics Students

2019 ◽  
Vol 8 (2) ◽  
pp. 1676
Author(s):  
Lovy Herayanti ◽  
Wahono Widodo ◽  
Endang Susantini ◽  
Gunawan Gunawan
Keyword(s):  
Blended Learning ◽  
Group Discussion ◽  
Learning Model ◽  
Learning Theories ◽  
Learning Method ◽  
Student Responses ◽  
Physics Students ◽  
Face To Face ◽  
E Learning ◽  
Further Development

Blended learning is basically a combination or mixture found in learning practice. Blended learning is a further development of the e-learning method, namely learning methods that combine e-learning systems with conventional or face-to-face methods. The purpose of this study was to determine the validity of the models and learning devices both in terms of content and model constructs, as well as to find out student responses to the model developed. The model developed was validated through a forum mechanism, namely, focus group discussion (FGD) which was followed by researchers and experts. The suggestions and improvements generated from the validation activities were then followed up to revise the Inquiry Collaborative Tutorial-based blended learning model. Inquiry Collaborative Tutorial-based blended learning model and learning devices developed in this study have met valid criteria in content and construct. Valid content because there are elements of need and novelty, as well as valid constructs because there is consistency between parts of the model and there is relevance between the models developed with learning theories that underlie it. In general, the average student responds positively to the blended learning model based on the Inquiry Collaborative Tutorial. The model applied is considered to provide opportunities for students to actively participate.

Kemampuan Asertif melalui Layanan Penguasaan Konten dengan Metode Diskusi Kelompok dan Bermain Peran

AS-SABIQUN ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 99-117
Author(s):  
LL. Zihnan Munir
Keyword(s):  
Group Discussion ◽  
Sampling Technique ◽  
Role Playing ◽  
Wilcoxon Test ◽  
Content Mastery ◽  
Average Percentage ◽  
Psychological Scale ◽  
Significant Difference ◽  
Before And After ◽  
Study Population

This study aims to test and prove from the formulation of the problem. This type of research is experimental research. The study population was all students of class XI IPA. The research technique is a total sampling technique, because the total population is only 20 students. Data collection uses a psychological scale with an assertive ability scale instrument of 72 items. This instrument has been tested for use. The method of data analysis uses percentage descriptive and Wilcoxon test. The results showed that before getting treatment included in the low category with an average percentage of 52% and after getting treatment the average percentage was 72% included in the high category, resulting in an increase of 20%. Wilcoxon test results show the value obtained Z count = 3, 81> Z table = 1.96, the results are significant, that is, there is a significant difference between before and after getting content mastery service with group discussion and role playing methods, so Ha is accepted and Ho is rejected, thus indicating an increase in assertive ability of students between before and after the content mastery service is given by the method of group discussion and role playing, therefore the proposed hypothesis can be accepted. This means assertive ability can be improved by content mastery services with group discussion and role playing methods

Student Responses to an ICT-Based E-Assessment Application for the Teaching Practicum/ Teaching Practice MODULE

2020 ◽  
pp. 1134-1147
Author(s):  
M. Noor Davids
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Current Model ◽  
Group Discussion ◽  
Development Stage ◽  
Initial Teacher Education ◽  
Student Responses ◽  
Pedagogical Content ◽  
Teaching Practicum ◽  
Research Questions

Situated within the context of Initial Teacher Education (ITE) in South Africa, this study introduces the notion of an interactive Teaching Practicum E- Assessment application: e-assessment application for the teaching practicum/Teaching Practice module to replace the current model of assessment. At present students enrolled for an Initial Teacher Education qualification have to complete a compulsory Teaching Practice module. The successful completion of the module arguably provides evidence of students' readiness for professional practice. The assessment of the teaching practicum is often riddled with anxiety on the part of the students and conflict between students and their supervisor. Two interrelated research questions guided this study: What are students' experiences of the current teaching practicum assessment? and What were students' responses to the ICT-based assessment proposal? Data were collected from a sample of Teaching Practice students (N = 40) and a focus group discussion conducted with eight (8) students. Technological pedagogical content knowledge (TPCK) and critical connectivity theory provided the study with analytical and conceptual lenses. Findings are discussed in response to the research questions posed in preparation of the software development stage of the project.

Usage of Interactive Methods in Teaching of Law

10.12737/2645 ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 25-28
Author(s):  
���������� ◽  
Elena Abrosimova
Keyword(s):  
Group Discussion ◽  
Role Playing ◽  
Interactive Methods ◽  
Legal Information ◽  
Group Activities ◽  
Different Types ◽  
Common Group ◽  
Interactive Lecture ◽  
Practical Recommendations ◽  
Small Group Activities

The article addresses issues teaching of law in the secondary school using interactive methods. The analysis of different types of students and different ways of presenting legal information to schoolchildren. Practical recommendations for using the following methods and forms of teaching of law: an interactive lecture, small group activities, common group discussion, role-playing activities, using fragments of films and cartoons, as well as recommendations on formulating an interactive homework.

Student Responses to an ICT-Based E-Assessment Application for the Teaching Practicum/ Teaching Practice MODULE

2017 ◽  
Vol 13 (3) ◽  
pp. 15-26 ◽  
Author(s):  
M. Noor Davids
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Current Model ◽  
Group Discussion ◽  
Development Stage ◽  
Initial Teacher Education ◽  
Student Responses ◽  
Pedagogical Content ◽  
Teaching Practicum ◽  
Research Questions

Situated within the context of Initial Teacher Education (ITE) in South Africa, this study introduces the notion of an interactive Teaching Practicum E- Assessment application: e-assessment application for the teaching practicum/Teaching Practice module to replace the current model of assessment. At present students enrolled for an Initial Teacher Education qualification have to complete a compulsory Teaching Practice module. The successful completion of the module arguably provides evidence of students' readiness for professional practice. The assessment of the teaching practicum is often riddled with anxiety on the part of the students and conflict between students and their supervisor. Two interrelated research questions guided this study: What are students' experiences of the current teaching practicum assessment? and What were students' responses to the ICT-based assessment proposal? Data were collected from a sample of Teaching Practice students (N = 40) and a focus group discussion conducted with eight (8) students. Technological pedagogical content knowledge (TPCK) and critical connectivity theory provided the study with analytical and conceptual lenses. Findings are discussed in response to the research questions posed in preparation of the software development stage of the project.

Development of Clinical Trial Education Program for Pharmaceutical Science Students through Small Group Discussion and Role-playing Using Protocol

2010 ◽  
Vol 130 (8) ◽  
pp. 1075-1084 ◽  
Author(s):  
Osamu IMAKYURE ◽  
Hideki SHUTO ◽  
Fumi NISHIKAWA ◽  
Yoshifuka HAGIWARA ◽  
Sachiko INOUE ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Small Group ◽  
Education Program ◽  
Group Discussion ◽  
Role Playing ◽  
Small Group Discussion ◽  
Science Students ◽  
Pharmaceutical Science

scholarly journals Teknik Role Playing sebagai Metode Pembelajaran Menyenangkan dalam Mata Kuliah Bahasa Inggris

2020 ◽  
Vol 2 (2) ◽  
pp. 86-100
Author(s):  
Wiwin Winarti ◽  
Dian Nuramdiani
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Role Play ◽  
Phenomenological Approach ◽  
Role Playing ◽  
Group Cohesiveness ◽  
Study Program ◽  
The Impact

The purpose of this study was to determine the impact of the long-term Role Playing technique to the alumni of the Al Islam Bandung Polytechnic (PAIB), especially alumni of Hospital Administration Study Program students. The study was conducted for five months from July to November 2019. The research method used in this study was a qualitative method with a phenomenological approach. The data collection techniques, because the domicile of the alumni are scattered in many places far apart, then to facilitate the collection of questionnaires through a Google form that is distributed through the WA alumni network, Facebook and Instagram. In addition, a Focus Group Discussion was held on 20 alumni, as well as interviews with five alumni located in Garut, Tasikmalaya, Depok, Soreang and Bandung. The results of the study show that role play for alumni fosters group cohesiveness and class solidity. Students who have more proficiency in English help other students who have difficulties, both in memorizing dialogue, practicing reciting and preparing the stage set, so that students are able to express their feelings in role play and are able to reduce their nervousness when performing. Tujuan dari penelitian ini adalah untuk mengetahui dampak teknik Role Playing dalam jangka panjang kepada para alumni Politeknik Al Islam Bandung (PAIB), khususnya alumni mahasiswa Program Studi Administrasi Rumah Sakit. Penelitian dilakukan selama lima bulan dari bulan Juli hingga November 2019. Metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif dengan pendekatan fenomenologis. Adapun teknik pengumpulan data, karena domisili para alumni tersebar di banyak tempat yang berjauhan, maka untuk mempermudah pengumpulannya dilakukan penyebaran angket melalui google form yang disebarkan melalui jaringan Grup WA alumni, Facebook dan Instagram. Selain itu juga dilakukan focus Group Discussion kepada 20 alumni, serta wawancara kepada lima alumni yang berlokasi di Garut, Tasikmalaya, Depok, Soreang dan kota Bandung. Hasil dari penelitian menunjukkan bahwa role play bagi para alumni memupuk kekompakan kelompok dan kesolidan kelas. Mahasiswa yang memiliki kemampuan lebih dalam Bahasa Inggris membantu mahasiswa lain yang kesulitan, baik dalam menghafal dialog, berlatih melafalkan dan mempersiapkan tata panggung, sehingga mahasiswa mampu mengekspresikan perasaannya dalam role play dan mampu mengurangi rasa gugup saat pentas.

scholarly journals Role-Play Simulation for Assessing Students’ Creative Skill and Concept Mastery

2019 ◽  
Vol 2 (3) ◽  
pp. 71-78
Author(s):  
Nisrina Meta Gamanik ◽  
Yayan Sanjaya ◽  
Lilit Rusyati
Keyword(s):  
Junior High School ◽  
Group Discussion ◽  
Role Play ◽  
Circulatory System ◽  
Sampling Technique ◽  
Role Playing ◽  
Posttest Score ◽  
Concept Mastery ◽  
Quasi Experimental ◽  
Role Play Simulation

This study treats students by role-play simulation for learning the human circulatory system. Creative skill and concept mastery to be assessed aspects at the end of learning. The method used in this research is the quasi-experimental method. The sample was taken by cluster random sampling technique with the population of students in 8th grade at one of Junior High School in Bandung. The samples in the experimental class n=24 and control class n= 24.the data obtained using the rubric of creative skill consist of process and product. For treatment in experiment class, implemented the role play while for the control class conducted the group discussion. This study aims to examine the effect of role-playing on students’ concept mastery and creative skills. The data result of students’ concept mastery was taken by pretest and posttest. The result of students’ concept mastery was indicated by mean of posttest score in the experimental class, which is implemented the role play is higher than the control class, 79.50 > 64.00, respectively. Creative skills in the process that will be seen during the implementation of the role play and creative skills in product measured by the scenario of the role play. This research indicated that role play could be implemented in the teaching-learning process. The research findings show that there is a significant effect of role-playing on students’ concept mastery and lead students to be skillfully creative.

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